Listening Ears or Reading Eyes: A Meta-Analysis of Reading and Listening Comprehension Comparisons

In this study, a meta-analysis of reading and listening comprehension comparisons across age groups was conducted. Based on robust variance estimation (46 studies; N = 4,687), the overall difference between reading and listening comprehension was not reliably different (g = 0.07, p = .23). Reading was beneficial over listening when the reading condition was self-paced (g = 0.13, p = .049) rather than experimenter-paced (g = −0.32, p = .16). Reading also had a benefit when inferential and general comprehension rather than literal comprehension was assessed (g = 0.36, p = .02; g = .15, p = .05; g = −0.01, p = .93, respectively). There was some indication that reading and listening were more similar in languages with transparent orthographies than opaque orthographies (g = 0.001, p = .99; g = 0.10, p = .19, respectively). The findings may be used to inform theories of comprehension about modality influences in that both lower-level skill and affordances vary comparisons of reading and listening comprehension. Moreover, the findings may guide choices of modality; however, both audio and written options are needed for accessible instruction.

The Influence of Using Narrative Method Through on the Enhancement of Reading Comprehension Skills in Arabic Language Among Second Grade Students: أثر استخدام أسلوب السرد القصصي في تنمية مهارات الاستيعاب القرائي في اللغة العربية لدى طلبة الصَّف الثّاني الأساسي

The study aimed to investigate the effect of using the storytelling Arabic among students of the second garde using the quasi-experimental approach were formed in developing reading comprehension skills in language. The study sample consisted of (62) students from jabal Prince Faisal Basic School. The sample was divided randomalu into two groups, one of which is experimental and included (31) male and female students and the other is a control and it had (31) male and female students. The study was applied in the first semester of the academic year 2020/2021 and the study tool was prepared from it by examining the literal comprehension of the realable and in its final form of (10) paragraphs, and it was applied after verification of validity and consistency. The result of the study indicated that there were statistically significant differences in the arithmetic averages and orbital deviations of the students, performance on the test of the literal comprehension of the post- reading in favor of the experimental group that studied using the method of storytelling, the study recommended the necessity to restore the Arabic language.

STUDENT’S READING COMPREHENSION OF DIFFERENT GENRES IN SMP NEGERI 2 PANCURBATU

The purposes of the study were to (1) find out the level of students reading comprehension of different genres and (2) to describe students reading comprehension of different genres of text. The subject of the research was the eight grade students in SMP Negeri 2 Pacurbatu. The research was conducted by using descriptive qualitative method. The data were collected by using reading comprehension test and interview. Then The data were analyzed by identifying the result of test first, describing the result and the last was explaining the result. Based on the result of the data analysis, it was found that the students were good at both literal and inferrential. Literal comprehension was 75.95% better than inferrential comprehension 72,68 %. Furthermore, students reading comprehension of narrative texts was the dominant genre with 75.00% which belonged to good category and followed by recount text with 72.98%, procedure text with 73.79% and the last was descriptive text with 69.75% which the only genre belonged to fair category

A correlation analysis of english learning strategies and english reading competencies of Aatthayomsueksa 1 students under Nakhon Ratchasima Provincial Administration organization in Thailand

English reading competencies and English learning strategies are fundamental both in studying academic subjects and in the field of technology. If both of them are necessities, they should be related and developed to improve our students’ learning. It was found that students’ mean score was low in an English reading competencies test; however, students’ scores were average in English learning strategies. Canonical variable analysis indicated that affective, compensatory and metacognitive strategies were efficiently related to literal comprehension. Moreover, memory strategies were efficiently related to critical comprehension.

A Study on Students’ Ability in Literal and Inferential Comprehension of English Texts

Comprehension is of at least two different types, literal and inferential comprehension. Literal comprehension is roughly defined as the understanding of messages and are explicitly stated in the text being read. Inferential comprehension is roughly defined as the understanding of messages implicitly started in the text being read, or messages which are not stated but implied. Inference is a process by which readers use hints to gather information. In making inferences, we go beyond surface details and read between the lines to reach information logically. Factual details in what we read provide the basis of our knowledge. But not every bit of information is easily apparent or clearly stated. Hints or suggestions may appear that you have to build upon with your own knowledge and experience in order to understand something fully. because information is not always stated in exact terms, we must supply our own information from details or ideas that are only suggested by the writer. we can’t always be certain that what we supply is absolutely right. but if we follow hunches that are based on evidence, we can be fairly sure about some things, even if they are only hinted at. Literal comprehension is considered easier than that of inferential comprehension. It is easier do to the fact that since the message is explicitly stated, is does not require longer time and much effort to decode it (Weber, 1980).

IDENTIFYING READING COMPREHENSION QUESTIONS OF NATIONAL EXAMINATION FOR SENIOR HIGH SCHOOL STUDENTS

Reading is the complex cognitive process of decoding symbols to derive meaning. It is a form of language processing. Success in this process is measured as reading comprehension. The aim of the researcher is to identify the types of question reading comprehension of the national examination of the textbook. The form of this research is descriptive by analyzing the reading question in the Sonar Eksplorasi USBN/UNBK’s book 2019. Indicators data are grouped based on qualitative. To maintain the results of research carried out to collect data using descriptive qualitative. Then the data can be seen means out of reading comprehension questions into five types, namely question of literal comprehension, a question involving reorganization or reinterpretation, the question of inference, the question of evaluation and question of personal responses. The question of literal comprehension gets 5 data (5,05%). The next types are the question involving reorganization or reinterpretation it gets 6 data (6, 06%). The question of inference gets 5 data (5,05%). The question of evaluation gets 4 data (4, 04%). The last type is the question of personal responses which gets 10 (10, 10%). Data obtained through book evaluation text by looking at the form and level of questions. Based on this result, it can be concluded that the dominant type of used test is multiple-choice items in testing the reading comprehension.

The length of preceding context influences metonymy processing

Earlier studies have shown that conceptually supportive context is an important factor in the comprehension of metaphors (Inhoff, Lima, & Carroll, 1984; Ortony, Schallert, Reynolds, & Antos, 1978). However, little empirical evidence has been found so far regarding contextual effects on metonymy processing (Lowder & Gordon, 2013). Implementing an eye-tracking experiment with Chinese materials, this present paper investigated whether and how preceding contextual information affects the processing of metonymy. The results show that for unfamiliar metonymies, it takes readers longer time to interpret unfamiliar metonymies than to literally interpret them given a shorter context. However, the processing disparity between metonymic comprehension and literal comprehension disappears when longer supportive information is available in the preceding context. These results are analogous to those found for metaphors and familiar metonymies, supporting the parallel model of language processing. In addition, our results suggest that the presence of supportive preceding context facilitates the processing of unfamiliar metonymies more than it does to the literal controls.

IMPROVING THE STUDENTS’ READING COMPREHENSION THROUGH CONCEPT ORIENTED READING INSTRUCTION

The objcetive of this research aimed to improve the students reading comprehension at the level of literal and inferential comprehension. This research was a pre-experimental research, which employed one-group pretest-posttest. This research was conducted through three steps of process: pre-test, treatment and post-test to investigate the improvement of the student’s reading comprehension through the implementation of CORI. Pretest was done to measure the students reading comprehension before conducting the treatment. The treatment, which was the teaching and learning process, was conducted in four meetings in which CORI was applied as method to improve the students reading comprehension. After the treatment, post-test was done to measure the students reading comprehension after the implementation of CORI. Location of this research is the seventh Grade students of SMP Negeri 7 Masamba, at academic year 2015/2016. The total numbers of subjects were 41 students, which were divided into 2 classrooms VII A and VII B. There is two variables of this research; the use of CORI as the independent variable and reading comprehension is the dependent variable. In this research, reading comprehension test was the instruments to collect the data related to the student’s reading comprehension at the level of literal and inferential comprehension. The test consisted of multiple choices to assess the student’s literal comprehension and essay test to measure the student’s inferential comprehension. In testing the hypothesis, t-test was employed. The calculation was done by using SPSS v.20. In summary, CORI improved the student’s ability to understand and identify the explicitly or directly state the information given in the text; for example, the characters of the story, their traits, place and time where the story taken place, main ideas, details, cause and effect and sequences in the text. Following the improvement of the student’s literal comprehension, the student’s inferential comprehension was also improved.

Assessing the readability and patient comprehension of rheumatology medicine information sheets: a cross-sectional Health Literacy Study

ObjectivesPatients are often provided with medicine information sheets (MIS). However, up to 60% of patients have low health literacy. The recommended readability level for health-related information is ≤grade 8. We sought to assess the readability of MIS given to patients by rheumatologists in Australia, the UK and Canada and to examine Australian patient comprehension of these documents.DesignCross-sectional study.SettingCommunity-based regional rheumatology practice.ParticipantsRandom sample of patients attending the rheumatology practice.Outcome measuresReadability of MIS was assessed using readability formulae (Flesch Reading Ease formula, Simple Measure of Gobbledygook scale, FORCAST (named after the authors FORd, CAylor, STicht) and the Gunning Fog scale). Literal comprehension was assessed by asking patients to read various Australian MIS and immediately answer five simple multiple choice questions about the MIS.ResultsThe mean (±SD) grade level for the MIS from Australia, the UK and Canada was 11.6±0.1, 11.8±0.1 and 9.7±0.1 respectively. The Flesch Reading Ease score for the Australian (50.8±0.6) and UK (48.5±1.5) MIS classified the documents as ‘fairly difficult’ to ‘difficult’. The Canadian MIS (66.1±1.0) were classified as ‘standard’. The five questions assessing comprehension were correctly answered by 9/21 patients for the adalimumab MIS, 7/11 for the methotrexate MIS, 6/28 for the non-steroidal anti-inflammatory MIS, 10/11 for the prednisone MIS and 13/24 for the abatacept MIS.ConclusionsThe readability of MIS used by rheumatologists in Australia, the UK and Canada exceeds grade 8 level. This may explain why patient literal comprehension of these documents may be poor. Simpler, shorter MIS with pictures and infographics may improve patient comprehension. This may lead to improved medication adherence and better health outcomes.